TEACHERS’ PERCEPTION TOWARDS ORGANIZATIONAL CLIMATE AT A BILINGUAL LANGUAGE PRIMARY SCHOOL IN ZHENGZHOU, CHINA

Abstract

This study mainly aimed to identify the teachers’ demographic factors, to determine the level of teachers’ perception of the school climate, and to compare their perception according to their demographic factors including teachers’ gender, educational level, years of service, position. A total of 120 teachers from a private primary school in Zhengzhou were surveyed through questionnaire based on Tagurri’s (1968) school organizational climate theory. The study found that the level of teachers’ perception of the school climate was “relatively high”. Though there was no significant difference in teachers’ perception towards school climate according to their gender at the selected school, significant differences in teachers’ perception towards school climate according to their educational levels, years of service and positions existed. Teachers with high educational levels had more positive perceptions towards the school climates at the selected school in Zhengzhou, China. Teachers with more than 15 years of service had the most positive perceptions towards the school climates at the selected school. Teachers with high administrative positions had more positive perceptions towards the school climates at the selected school in Zhengzhou, China.